The Scholarship of Engagement Community at the University of Illinois
Special Issue call for papers for the journal Education and Training
[Announcement from ResearchSLCE listserv]
Special Issue call for papers for the journal Education and Training
Student Learning from Community Engagement
Guest editors:
Tom Bourner and Juliet Millican, University of Brighton
There is growing recognition in recent years of the value of university-community engagement. This has brought increasing interest in areas such as service learning and student-community engagement and its significance for students' learning and development and community benefit. While this work has been active in the United States for some time there are many new, more recent initiatives in other parts of the world, leading to an increase in knowledge and understanding of its relevance to different discipline areas and cultural contexts.
This call for papers concerns a special issue of Education and Training focused on a critical assessment of all aspects of the developing field of student-community engagement with particular attention to student learning from community engagement.
We seek contributions from both academics involved in research within this field and practitioners involved in the development, design, management and delivery of courses or modules concerned with student learning from community engagement.
Submissions that report new and innovative practice within student-community engagement will be particularly welcome although no restriction is placed on what we mean by innovation in this context. We wish to encourage submissions from contributors who believe that what they are doing, or have done, is novel and different and/or who are actively involved in researching the contributions of such practice. As appropriate to the nature of the paper, contributions should demonstrate a critical approach to practice and sound a conceptual or evidence base.
Papers for the Special Issue might address the following kinds of issues:
. Critical accounts of practice
. Tensions between student-community engagement and traditional university education
. National profile of student-community engagement
. Lessons from service learning in the USA or other countries
. Impact of student-community engagement on graduate employability
. Student-community engagement in University strategic plans
. Distilling learning from student volunteering
. Origins and growth of student-community engagement
. Role of reflective learning and/or personal development in student-community engagement
. Assessment of student learning from community engagement
. International comparisons of student-community engagement
. Issues in the further development of student learning from community engagement.
Next Steps
We invite anyone interested in contributing to this Special Issue to contact the editors with a statement of intent. This should be a short outline (100-200 words) indicating what the paper is about (including a working
title), the nature of the paper (research paper, case study, critical account of practice, development of theory etc) and how it will contribute to our understanding of student learning from community engagement. Please forward this outline (and any queries about the Special Issue) to tom.bourner@ntlworld.com or juliet.millican@brighton.ac.uk.
Outlines must be submitted by 30th October 2009.
The deadline for the receipt of full papers is the end 1 February 2010.
The deadline for the receipt of final version of accepted papers is the end of August 2010.
Guidelines for full papers are online at:
http://infor.emeraldinsight.com/products/journals/author_guidelines...
The guest editors
Tom Bourner is Emeritus Professor Personal and Professional Development at the University of Brighton. His last major project was the Altogether programme for developing knowledge and skills for neighbourhood renewal.
Juliet Millican is development manager for the 'Student Community Engagement' and International Research and Development strands of the Community University Partnership ProgrammeUniversity of Brighton. She has also worked on widening participation and community education in Africa, India and the UK. Her doctoral thesis concerned transformational learning and student/community engagement in post-conflict societies.
Special Issue call for papers for the journal Education and Training
Student Learning from Community Engagement
Guest editors:
Tom Bourner and Juliet Millican, University of Brighton
There is growing recognition in recent years of the value of university-community engagement. This has brought increasing interest in areas such as service learning and student-community engagement and its significance for students' learning and development and community benefit. While this work has been active in the United States for some time there are many new, more recent initiatives in other parts of the world, leading to an increase in knowledge and understanding of its relevance to different discipline areas and cultural contexts.
This call for papers concerns a special issue of Education and Training focused on a critical assessment of all aspects of the developing field of student-community engagement with particular attention to student learning from community engagement.
We seek contributions from both academics involved in research within this field and practitioners involved in the development, design, management and delivery of courses or modules concerned with student learning from community engagement.
Submissions that report new and innovative practice within student-community engagement will be particularly welcome although no restriction is placed on what we mean by innovation in this context. We wish to encourage submissions from contributors who believe that what they are doing, or have done, is novel and different and/or who are actively involved in researching the contributions of such practice. As appropriate to the nature of the paper, contributions should demonstrate a critical approach to practice and sound a conceptual or evidence base.
Papers for the Special Issue might address the following kinds of issues:
. Critical accounts of practice
. Tensions between student-community engagement and traditional university education
. National profile of student-community engagement
. Lessons from service learning in the USA or other countries
. Impact of student-community engagement on graduate employability
. Student-community engagement in University strategic plans
. Distilling learning from student volunteering
. Origins and growth of student-community engagement
. Role of reflective learning and/or personal development in student-community engagement
. Assessment of student learning from community engagement
. International comparisons of student-community engagement
. Issues in the further development of student learning from community engagement.
Next Steps
We invite anyone interested in contributing to this Special Issue to contact the editors with a statement of intent. This should be a short outline (100-200 words) indicating what the paper is about (including a working
title), the nature of the paper (research paper, case study, critical account of practice, development of theory etc) and how it will contribute to our understanding of student learning from community engagement. Please forward this outline (and any queries about the Special Issue) to tom.bourner@ntlworld.com or juliet.millican@brighton.ac.uk.
Outlines must be submitted by 30th October 2009.
The deadline for the receipt of full papers is the end 1 February 2010.
The deadline for the receipt of final version of accepted papers is the end of August 2010.
Guidelines for full papers are online at:
http://infor.emeraldinsight.com/products/journals/author_guidelines...
The guest editors
Tom Bourner is Emeritus Professor Personal and Professional Development at the University of Brighton. His last major project was the Altogether programme for developing knowledge and skills for neighbourhood renewal.
Juliet Millican is development manager for the 'Student Community Engagement' and International Research and Development strands of the Community University Partnership ProgrammeUniversity of Brighton. She has also worked on widening participation and community education in Africa, India and the UK. Her doctoral thesis concerned transformational learning and student/community engagement in post-conflict societies.
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